Post on 17-Apr-2020
Effective Authentic Assessment Strategies in Early Childhood and Elementary Classrooms
Lori Caudle, Ph.D., Associate Professor
Birth-Kindergarten Program
WCU Symposium for the Support of Beginning
Teachers
August 4, 2016
WHAT COMES TO MIND WHEN YOU HEAR THE WORD “ASSESSMENT”?
AUTHENTIC ASSESSMENT ¢ Situated in real-life experiences or scenarios ¢ Based on multiple forms of measurement,
including observation and documentation ¢ Considers the life experiences, culture,
personality, and dispositions of children ¢ Occurs over time in multiple contexts ¢ Informs practice ¢ Must include teacher reflection to be effective
(Ratcliff, 2001/2002) ¢ May feel overwhelming to teachers unless
naturally integrated into daily life of classroom ¢ Children are still learning during assessment
times ¢ Standardized test data should inform authentic
assessment data and visa versa
Traditional ------------------------------------------------------ Authentic Selecting a Response -------------------------------------------- Performing a Task Contrived --------------------------------------------------------------- Real-life Recall/Recognition ------------------------------- Construction/Application Teacher-structured ------------------------------------- Student-structured Indirect Evidence -------------------------------------------- Direct Evidence
ASSESSMENT CONTINUUM HTTP://JFMUELLER.FACULTY.NOCTRL.EDU/TOOLBOX/WHATISIT.HTM
GOALS OF AUTHENTIC ASSESSMENT HTTP://WWW.PARK.EDU/CETL2/QUICKTIPS/AUTHASSESS.HTML
• “Enhance the development of real-world skills • Encourage higher-order cognitive skills (analysis, synthesis, evaluation) • Promote active construction of creative, novel ideas and responses • Promote the integration of a variety of related skills into a holistic project • Enhance students’ ability to self-assess their own work and performance” *Planning for assessment video clip
AUTHENTIC ASSESSMENT CYCLE
Observation
Documentation
Review & Interpretation
Planning
Instruction
OBSERVATIONS l “Plan time to observe. l Consider what you want to find out about the child or children.
l Observations may be short and frequent throughout a day or focused on a particular activity.
l Decide whether to observe without direct engagement or to engage the child to test a hypothesis.
l Plan what to look for and how to document what you observe. l Be ready:
� Have handy a pencil and small sticky notes, a notepad, or other means of recording.
� Write observations down right away. l Pick times when:
� Other teachers are around. � Activities do not require your full attention.
l Ask for help—other teachers can also observe and document.” ¢ http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/
Assessment/Ongoing%20Assessment/lfa.html#presentations
ASSESSMENT QUESTIONS
What should we document?
� Complete story � One topic, in-depth
� Individual & collective growth
and development
The Power of Documentation in the Early Childhood Classroom (Seitz, 2008)
Why should we document? � Accountability � Extend learning
� Make learning visible
EXAMPLE: DAILY ASSESSMENT AREAS CHARTHere is an example of a partially completed assessment chart that is used to remind staff which areas of learning will be the focus of assessment each day. There is a blank copy of the Daily Assessment Areas Chart on the next page for use in your own classroom.
Week of:Monday Tuesday Wednesday Thursday Friday
9/12
What to assess: Playing with peers Balancing skills
Using language to express needs
Classification Phonological awareness
Week of:Monday Tuesday Wednesday Thursday Friday
9/19
What to assess: Emergent writing
Number concepts and operations
Knowledge of self
Exploration of visual arts
Use of writing tools
Week of:Monday Tuesday Wednesday Thursday Friday
9/26
What to assess:
Week of:Monday Tuesday Wednesday Thursday Friday
10/3
What to assess:
TOOLS FOR TEACHERS PLANNING FOR ASSESSMENT
NCQTL This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.
For more information, contact us at: NCQTL@UW.EDU or 877-731-0764
SPRING 2014
AUTHENTIC ASSESSMENT TOOLS FOR DOCUMENTATION
¢ Anecdotal notes/ event samples ¢ Narratives & running records ¢ Jottings ¢ Checklists/rubrics ¢ Time samples ¢ Language samples ¢ Parent information (interviews, surveys) ¢ Functional behavior assessment (FBA) ¢ Photographs ¢ Videos ¢ Work samples ¢ Portfolios ¢ Documentation Panels ¢ What else?
http://www.vanderbilt.edu/csefel/modules/module3a/handout3.pdf
ANECDOTAL NOTE/EVENT SAMPLE
http://www.fpg.unc.edu/~inclusion/Instruments/instruments.htm
Child’s name: Dylan
DateSkills or steps
CommentsRetells one event Retells two events
in logical orderRetells three or more events in logical order
2/19/14
3/5/14
3/19/14 Retold two events, but not in correct order
Child’s name:
DateSkills or steps
CommentsRetells one event Retells two events
in logical orderRetells three or more events in logical order
EXAMPLE: SKILL ASSESSMENT CHECKLIST
This checklist example documents multiple children’s progress in retelling a story, on three data collection points, over a four-week period. There is a blank copy of the Skill Assessment Checklist on the next page for use in your classroom.
Child’s name: Amina Domain: Expressive Language
DateSkills or steps
CommentsRetells one event Retells two events
in logical orderRetells three or more events in logical order
2/19/14
3/5/14
3/19/14 Retold three events from favorite story book
NCQTL This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.
For more information, contact us at: NCQTL@UW.EDU or 877-731-0764
SPRING 2014
TOOLS FOR TEACHERSUSING CHECKLISTS
Goal: Model simple patterns and sort objects
Sort by one attribute
Classify by one attribute
Create simple pattern with words
Create simple patterns with objects
Create simple patterns with actions
Extend patterns
Novice (1)
Does not meet “Competent” status in one or more area
Not Yet Not Yet Not yet Not yet Not yet Not yet
Competent (2)
Meets “Competent” status in all areas
One attribute
One attribute
Creates AB pattern
Creates AB pattern
Creates AB pattern
Extends AB pattern
Proficient (3)
Meets “Proficient” Status in 4 or more objective areas
More than one attribute
More than one attribute
Creates advanced pattern (eg. ABC, ABBA, etc.)
Creates advanced pattern (eg. ABC, ABBA, etc.)
Creates advanced pattern (eg. ABC, ABBA, etc.)
Extends advanced pattern (eg. ABC, ABBA, etc.)
SCAFFOLDED EXPECTATIONS
ColorinColorado.org helping English language learners read … and succeed!
Student Name_________________________ Teacher ________________________ Date________________
Domain
Score
Reading Strategies Word & Sentence Recognition
Variety of Texts
Level of Independence
4 Expanding
Reads short stories and books. Uses reading strate-gies. Retells plot, characters, and events.
Recognizes range of sight words and names. Easily distinguishes be-tween sentence types.
Reads a variety of mate-rials, including fiction, non-fiction, and exposi-tory texts.
Reads silently for short peri-ods of time. Needs teacher guidance
3 Developing
Relies more on print than illustrations. Retells begin-ning, middle, and end of sto-ries.
Recognizes basic sight words and names. Uses phonetic and syntactic clues to distinguish sen-tence level meaning.
Reads fiction, fairy tales, poems, directions.
Reads silently. Needs teacher guidance.
2 Beginning
Retells main idea of text. Relies on print and illustra-tions.
Knows most letter/sound correspondences. Rec-ognizes simple words.
Reads books with word patterns.
Sees self as reader. Needs teacher support for many reading tasks.
1 Emerging
Pretends to read. Uses illus-trations to tell story. Memo-rizes pattern and familiar books.
Recognizes some letters, names and words in con-text. Rhymes and plays with words.
Listens to fiction, fairy tales, poems, oral stories.
Participates in reading of fa-miliar stories or books. Needs teacher support for most reading tasks.
Adapted by Lorraine Valdez Pierce from: O’Malley, J.M. & L. V. Pierce. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. New York: Pearson Longman.and Hill & Ruptic (1994), Practical Aspects of Authentic Assessment, Norwood, MA, Christopher Gordon Publishers.
Student Name: _______________________ Date: ____________
YES NO Sometimes 1. I like to read. 2. I ask questions when I read. 3. I read at home. 4. I talk about books (stories) that I read. 5. I learn new words when I read. Examples: _______________________________________________________ 6. My favorite story/book is ________________________________________ ________________________________________________________________ 7. When I read, I need help with _____________________________________ ________________________________________________________________ 8. When I read, I like to ____________________________________________ ________________________________________________________________
www.ColorinColorado.org — Helping English language learners read … and succeed!
Adapted by Lorraine Valdez Pierce from: O’Malley, J.M. & L. V. Pierce. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. New York: Pearson Longman.
www.ColorinColorado.org — Helping English language learners read … and succeed!
Student Name: _______________________ Date: ____________
______1. Brainstorms prior knowledge in small groups
______2. Makes predictions about stories and texts
______3. Expresses interest and curiosity
______4. Generates questions
______5. Rereads for answers to questions
______6. Summarizes stories or content area texts
______7. Talks about readings and stories with classmates
______8. Identifies environmental print (street, store signs)
Adapted by Lorraine Valdez Pierce from: O’Malley, J.M. & L. V. Pierce. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. New York: Pearson Longman.
DOCUMENTATION PANEL POSSIBILITIES
¢ Experiences/moments ¢ Units ¢ Lessons ¢ Special events/field trips ¢ For example…J
� Clay exploration � Human skeletons � Edamame
HTTP://WWW.PARK.EDU/CETL2/QUICKTIPS/AUTHASSESS.HTML
“Assessment should be a reiterative process of applying knowledge, understanding basis for knowledge, and demonstrating relevant skills.
Quality authentic assessments emphasize both process and product.
A compilation of multidimensional, varied assessments provide a more accurate and valid measure of student learning than a singular assessment.
Authentic assessments should include opportunities for self-assessment and revision.”
Authentic Assessment Tips
INTERPRETING DATA
¢ Do you see patterns individually, within sub-groups, and across the entire class?
¢ Do you see change over time? ¢ Do you see areas in need of re-teaching? ¢ Do you see gaps in evidence of progress toward
curriculum objectives, IEP goals, etc? ¢ Do you understand the data?
*Interpreting data video clip
USING DATA TO INFORM PRACTICE ¢ Study data to develop flexible groupings and sub-
groupings (McAfee & Leong, 2011) � Group children in needs related to specific
developmental areas, not overall perceptions of abilities � All children benefit from repetition and participation in
activities over time
¢ Spend time reflecting on your instructional practices, daily schedule, lessons, activities, classroom arrangement/materials, and procedures � Allocate time and space in different ways � Select/arrange materials in response to assessment
data � Use appropriate sequences � Possibly change procedures � Plan for scaffolding
The National Center on Quality Teaching and Learning
8/24/11 v. 1
For more InformationContaCt us at: ncqtl@uw.edu or 877-731-0764
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Visual Reminder for Teachers Using Data to Inform Teaching
Is the child making progress as expected?
adjust teaching: curriculum (simpler goal, different setting/schedule), teaching practices (more practice, more time to respond), available resources (assistance, consequences, specialist)
Continue using evidence-based curriculum and teaching practices
Has the child accomplished the goal?
Set a new goal: next step in same area or goal in new area
NO
NO
YES
YES
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The National Center on Quality Teaching and Learning
8/25/11 v.1
For more InformationContaCt us at: ncqtl@uw.edu or 877-731-0764
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Tips for Teachers Using Data to Inform Teaching
Change what you have been teaching:�� (QFRXUDJH�FKLOGUHQ�WR�OHDUQ�GXULQJ�DFWLYLWLHV�WKH\�HQMR\�
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Change how you have been teaching:� Provide more opportunities for practice.
� Provide supportive equipment or materials.
� allow more time for children to respond.
� Provide more assistance from peers or adults.
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Continue to gather assessment information and adjust teaching.
“ What should you do if children are not progressing as expected?”
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SHARING ASSESSMENT DATA: PARENTS/GUARDIANS
One strategy for parent conferences is to “sandwich” difficult information about a child (e.g. behavior/academic concerns) within positive statements. This means that you start with something positive and end with something positive. How do you feel about this approach? What else works?
SHARING ASSESSMENT DATA: CHILDREN
¢ It only seems to make sense to share assessment data with children, however how can we do this in appropriate ways?
¢ What are some challenges associated with sharing assessment data with children?
WHY IS AUTHENTIC ASSESSMENT SO CHALLENGING?
AUTHENTIC ASSESSMENT RESOURCES
¢ http://www.uwstout.edu/soe/profdev/assess.cfm ¢ https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/
teaching/practice/iss-library.html ¢ www.colorincolorado.org ¢ http://rubistar.4teachers.org/index.php